Abstract
The rapid diffusion of generative AI has increased the importance of developing the ability to use AI to solve social problems. However, there is a significant gap in higher education between introductory, concept-oriented AI materials and advanced, programming-based curricula. This makes it challenging for humanities students to grasp and apply AI in meaningful contexts. This study aims to develop and implement an AI literacy education program for humanities undergraduates based on Goal-Based Scenario (GBS) theory to examine its educational effectiveness. The program is grounded in the GBS principle of goal-oriented task performance and consists of two components: a generative AI–based idea-support exercise for first-year students and a text-mining analysis exercise for second-year students. Questionnaire surveys using a five-point scale and paired t-tests revealed significant improvements in perceived cognitive support, concentration during AI use, and motivation to enroll in AI-related courses. Effect sizes (Cohen’s d) indicated small to moderate educational effects. Qualitative analysis of open-ended responses showed that students developed a deeper understanding of the usefulness and limitations of AI and an enhanced ability to critically interpret AI outputs. These findings suggest that instructional design based on GBS theory is an effective approach for fostering AI literacy among humanities students.
https://ror.org/05kt9ap64 
